Course Profile Dance, Grade 11, Open, Catholic and Public
Unit 2: The Holistic Dancer
Time: 12 hours
Activity 1 | Activity 2
| Activity 3 |
Students develop an
understanding of how good nutrition is essential to dancers. They apply this
knowledge to make informed food choices. They are able to identify how hygiene
and healthy lifestyle choices enable the dancer to develop and demonstrate
their God-given potential. Through creating a proper warm-up related to a
specific series of movements, the students understand how to prevent common
dance injuries. Students investigate supplementary training methods and
discover their availability within their own community. Students reflect upon
the spirituality contained in dance and in the various supplementary training
methods investigated. Finally, they compose liturgical dances based on excerpts
from the Bible. Throughout the unit, students explore a wide range of careers
related to the study of dance.
|
Activity |
Time |
Assessment |
Evaluation Tasks |
|
1. The Healthy
Dancer |
2 hours |
Knowledge/Understanding |
Meal plan and
recipe |
|
2. The Safe Dancer |
4 hours |
Thinking/Inquiry Communication Application |
Dance warm-up
assignment |
|
3. Dancing: Mind,
Body, Heart and Soul |
6 hours |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Supplementary
training methods available in your community research Body Connection
Journal entry Liturgical Dance
composition |
|
Unit 2:
Expectations Chart |
Activities |
|||||
|
Code |
Expectations |
1 |
2 |
3 |
|
||
|
THV.02 |
Demonstrate an
understanding of the hazards of injury in dance and the principles of a
healthy lifestyle for dancers |
3 |
3 |
3 |
|
||
|
TH1.03 |
Identify and
report on selected topics relating to dance in the local community and in
Ontario (e.g., the contributions of a local dance teacher or dance group, the
history of a professional dance company) |
|
|
3 |
|
||
|
TH2.01 |
Describe ways in
which good hygiene, healthy eating habits, and safety principles are
important to dancers |
3 |
3 |
3 |
|
||
|
TH2.02 |
Identify common
dance injuries and describe appropriate care and preventive measures for each |
|
3 |
3 |
|
||
|
TH2.03 |
Demonstrate an
understanding of the benefits of a healthy body to both dance and lifestyle |
3 |
|
3 |
|
||
|
CRV.01 |
Demonstrate
technical proficiency in one or more forms of dance |
|
3 |
3 |
|
||
|
CRV.02 |
Choreograph dance
works that combine a broad spectrum of complex movement skills and techniques |
|
3 |
|
|
||
|
CR1.01 |
Demonstrate skill in executing complex movements (locomotor and
non-locomotor movements, combinations of movements) and body positions in one
or more world dance forms |
|
3 |
|
|
||
|
CR1.02 |
Demonstrate increased technical proficiency in dance, showing
coordination, endurance, flexibility, musicality, rhythmic sense, and
strength in their performance |
|
3 |
|
|
||
|
CR2.04 |
Create dance
compositions – that is trios, duets, and solos, and works for small groups |
|
3 |
3 |
|
||
|
CR2.05 |
Create simple
notation systems that help them develop and record compositions |
|
3 |
|
|
||
|
CR3.01 |
Demonstrate the essential
skills and appropriate attitude of performers/participants, and audience
members |
|
3 |
|
|
||
|
CR3.03 |
Present dance
works that demonstrate appropriate use of skills in technique and composition |
|
3 |
|
|
||
|
ANV.03 |
Explain how dance
can serve as preparation for various careers |
3 |
3 |
3 |
|
||
|
AN1.01 |
Analyse the use of
the elements, principles, and techniques of dance with respect to formal
structure and meaning in a broad spectrum of dance forms |
|
3 |
|
|
||
|
AN2.02 |
Explain how
knowledge and skills acquired through the study of dance can be applied in
other settings |
3 |
3 |
3 |
|
||
|
AN2.03 |
Explain how
knowledge and skills acquired through the study of dance can be applied in a wide
range of careers |
|
3 |
3 |
|
||
|
Unit 2 - Catholic Graduation Expectations |
Activities |
|||
|
Code |
Expectations |
1 |
2 |
3 |
|
CGE2a |
Listens actively
and critically to understand and learn in the light of gospel values |
3 |
3 |
3 |
|
CGE2b |
Reads,
understands, and uses written materials effectively |
3 |
3 |
3 |
|
CGE2c |
Presents
information and ideas clearly and honestly and with sensitivity to others |
3 |
3 |
3 |
|
CGE2d |
Writes and speaks fluently
one or both of Canada’s official languages |
|
|
3 |
|
CGE2e |
Uses and
integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life |
|
|
3 |
|
CGE3c |
Thinks
reflectively and creatively to evaluate situations and solve problems |
3 |
3 |
3 |
|
CGE3d |
Makes decisions in
light of gospel values with an informed moral conscience |
3 |
3 |
3 |
|
CGE3e |
Adopts a holistic approach
to life by integrating learning from various subject areas and experience |
3 |
3 |
3 |
|
CGE4a |
Demonstrates a confident and positive sense of self and respect for
the dignity and welfare of others |
3 |
3 |
3 |
|
CGE4b |
Demonstrates flexibility and adaptability |
3 |
3 |
3 |
|
CGE4c |
Takes initiative and demonstrates Christian leadership |
|
|
3 |
|
CGE4d |
Responds to, manages, and constructively influences change in a
discerning manner |
|
|
3 |
|
CGE4f |
Applies effective
communication, decision-making, problem-solving, time, and resource
management skills |
3 |
3 |
3 |
|
CGE4h |
Participates in
leisure and fitness activities for a balanced and healthy lifestyle |
3 |
3 |
3 |
|
CGE5a |
Works effectively as
an interdependent team member |
3 |
3 |
3 |
|
CGE5b |
Thinks critically
about the meaning and purpose of work |
3 |
3 |
|
|
CGE5c |
Develops one’s
God-given potential and makes a meaningful contribution to society |
3 |
3 |
|
|
CGE5e |
Respects the rights,
responsibilities, and contributions of self and others |
3 |
3 |
3 |
|
CGE5f |
Exercises
Christian leadership in the achievement of individual and group goals |
3 |
3 |
3 |
|
CGE5g |
Achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others |
3 |
3 |
3 |
|
CGE7b |
Accepts
accountability for one’s own actions |
3 |
3 |
3 |
|
CGE7d |
Promotes the
sacredness of life |
3 |
|
|
Time: 2 hours
This activity
reviews healthy eating habits, the benefits of a healthy body to dance, and
good hygiene. Students research healthy food choices, adequate caloric intake
and will prepare a meal plan. Teachers focus the students on having a healthy
mind and spirit as well as a healthy body. Student reflection takes place
throughout the unit using the Body Connection Journal. Students work towards
developing a respect for the unique individuals God created. “In a time when
there is little reverence for the image of God in the human person, we are
summoned to care for human life with an ultimate respect.” (This Moment of
Promise, Ontario Catholic Conference of Catholic Bishops, 1989.)
Strand(s): Theory, Analysis
·
Refer to the
Expectations Chart at the beginning of the unit.
·
Grade 9 and/or 10
Dance Courses
Note: Teachers may wish
to integrate this activity into Unit 1 in order to ensure that students dance
in each class.
·
Prepare stations
for graffiti/jigsaw.
·
Book
Library/Resource Centre time or computer lab for access to Internet. Provide
students with guidelines for proper Internet use.
·
Photocopy
Appendix 2.1 – Meal Plan Assignment and Appendix 2.2 – Meal Plan Assessment.
Note: The Body Connection Journal is used throughout
the course. (See Unit 1 Description)
I The Role of Healthy Choices –
Graffiti/Jigsaw
·
Teachers arrange
four stations, each containing chart paper and markers. A statement is already
written at each station.
·
All of the
statements relate to hygiene, nutrition and healthy eating. Possible statements
include:
· Veganism is an unhealthy lifestyle choice.
· Models are NOT too thin; most people are above a healthy weight.
· Exercising the mind is more important than exercising the body.
·
Students are
split into four groups, one at each station.
·
Students are to respond
to the statements in graffiti style, using appropriate classroom language, for
about 2-3 minutes.
·
Teachers will
debrief this exercise through whole class discussion, paying particular
attention to myths, stereotypes, and misconceptions that may appear.
·
Papers are then
rotated until each group has had the opportunity to contribute, responding to
both the original statements and graffiti responses.
II Meal Plan for a Day and Recipes
“Because of the
demands of dance, what is ingested into the body must be of the highest quality
and appropriate to the individual needs of the performer.” (Dance Injuries:
Their Prevention and Care, Daniel D. Arnheim, p. 109.)
·
Students research
aspects of healthy eating. A variety of approaches and philosophies are
explored and analysed, e.g., veganism, vegetarianism, Canada’s Food Guide, High
Protein Diet, etc.
·
The teacher leads
a discussion on the many approaches to healthy eating, as well as, their
underlying philosophies. Note: Although students have discussed eating
disorders in Grades 9 and 10 Dance, teachers should take time at this point to
engage the students in discussion about eating disorders, the pressures on
dancers (and people in general) to conform to a particular body type and the
necessity of maintaining a healthy body weight. Definitions of a healthy body
weight need to be explored.
·
The teacher
introduces the meal plan assignment (see Appendix 2.1 – Meal Plan Assignment).
·
Students use
class time to research and complete the assignment.
·
The teacher
compiles all the recipes/meal plans to create a cookbook for healthy dancers,
taking care not to infringe on copyright.
·
Extension: The
recipe books could be used as a fundraiser for dance projects.
·
Permission to
reproduce recipes from authors may be required.
·
Extension: If
time and resources allow, the teacher may wish to have the students cook and
bring in their dishes. Another possibility could be to pair with a food
preparation class to prepare the meals.
·
The teacher leads
a discussion about the possible careers that relate to hygiene, nutrition and
healthy lifestyle.
·
The teacher
assesses the Meal Plan assignment (see Appendix 2.2 – Meal Plan Assessment).
·
Allow students
having difficulty with written expression to be partnered with skill writers.
·
Collect data in
point form or on audiotape.
Books
Arnheim,
Daniel, D. Dance Injuries: Their Prevention and Care. USA: Princeton
Book Company, 1991.
ISBN 0-87830-022-8
Vincent, L.M. The
Dancer’s Book of Health. London: Dance Books Ltd., 1980. ISBN 0-903102-60-9
Websites
Dancescape’s
Ballroom Life! Past Food Lines Articles
– http://www.dancescape.com/info/life/Obdfood.htm
Eating
before Competing – http://www.physsportsmed.com/issues/1998/09sep/eating.htm
Erin Holt’s
Dance Now - Nutrition – http://www.endlessadventures.com/dancenow/nutrition.htm
The Healthy
Dancer – http://www.geocities.com/joeysgirlseal60/healthy.html
Healthy
Eating for Dancers
– http://www.amwa-doc.org/publications/WCHealthbook/dietamwa-ch03.html
The Perfect
Ballet Body
– http://www.cave.csuhayward.edu/CAVE/EscapeM/EscapeSpring95/bballet.html
Starving to Dance –
http://www.csulb.deu/~univmag/spring98/4-26/starving.html
Appendix 2.1 – Meal
Plan Assignment
Appendix 2.2 – Meal
Plan Assessment
Time: 4 hours
Students gain a
greater understanding of how the muscles, joints, and ligaments work together
to allow the dancer to move effectively through space. Students are able to
identify common dance injuries and preventative measures. The teacher reviews
elements of a good warm-up, and appropriate warm-up routines are developed by
the students who lead them in pairs throughout the course. Teachers may wish to
begin this activity in Unit 1.
Strand(s): Theory, Creation, Analysis
·
Refer to the
Expectations Chart at the beginning of the unit.
·
Anatomy
introduced in Grade 9 and/or 10 Dance
·
Warm-up knowledge
introduced in Grade 9 and/or 10 Dance
·
Prepare diagrams
for major muscle groups and for injury sites (See Resources – Grade 10 Public
Course Profile).
·
Photocopy
Appendix 2.3 – Dance Warm-up Assignment and Appendix 2.4 – Evaluation of Dance
Warm-up Assignment. Create a class set of diagrams of the human muscular
system.
·
Arrange access to
music and a CD player.
I Teacher-led discussion/work sheets
·
During the
teacher-directed discussions, teachers are encouraged to list student feedback
and/or questions on the board.
·
The teacher gives
a brief explanation of the main joints and muscle groups using dance
terminology. During this explanation the students indicate on their own bodies
where to find major muscles: deltoid, pectorals major, biceps, abdominals,
wrist flexors, quadriceps, trapezius, triceps, latissimus dorsi, wrist
extensors, gluteus maximus, hamstring, gastrocnemius, soleus.
·
The teacher may
wish to use teaching strategies outlined in the Grade 10 Public Course Profile,
Unit 1, Activity 3 Anatomy and Movement Fundamentals as the basis for
this review.
·
Distribute a
diagram of the human muscular system to students. Ask them to predict where
they think common dance injuries occur. Review with the students the common
injury sites: e.g., ankles, knees, lower back, hips, shoulder, neck,
hamstrings, etc.
·
Students complete
a Body Connection Journal entry answering the following question:
What career opportunities are related to the material presented today? Explain your reasoning.
II Warm-up Development
·
The teacher
reviews with the students the purpose of warming-up in relation to injury
prevention and safe practices within the dance environment (e.g., having socks
on a slippery floor, keeping dance area clear of props).
·
The teacher
reviews the elements required in a warm-up (e.g., increase heart rate, joint
movement and stretch muscle groups).
·
The teacher
introduces The Dance Warm-up Assignment (Appendix 2.3) and provides students
with copies of the Evaluation of Dance Warm-up (Appendix 2.4). Students are
given time in class to begin this assignment.
·
The teacher
organizes a warm-up schedule.
·
The teacher
assesses the students’ warm-ups using the Evaluation of Dance Warm-up (Appendix
2.4)
Books
Alcamo,
Edward. Anatomy Coloring Workbook. USA: Princeton Review Publishing,
1997.
ISBN 0-679-77849-7
Anderson,
Bob. Stretching. USA: Shelter Publications, 1980. ISBN 0-936070-01-3
Arnheim,
Daniel, D. Dance Injuries: their prevention and care. USA: Princeton
Book Company, 1991.
ISBN 0-87830-022-8
Blakey, Paul
W. The Muscle Book. Canada: Twin Eagles, 1995. ISBN 1-873017-00-6
Blakey, Paul
W. Stretching Without Pain. Canada: Twin Eagles, 1994. ISBN
1-896238-00-9
Howe, Justin and Shirley Hancock. Dance
Technique and Injury Prevention. USA: A & C Black Limited, 1992. ISBN
0-7136-3601-7
Vincent,
L.M. The Dancer’s Book of Health. London: Dance Books Ltd., 1980. ISBN
0-903102-60-9
Wharton, Jim and
Phil. The Whartons’ Stretch Book. USA: Times Books, 1996. ISBN 0-8129-2623-4
Websites
Grade 10 Public
Dance Course Profile - Unit 1: Activity 3 – http://www.curriculum.org
Appendix 2.3 – Dance
Warm-up Assignment
Appendix 2.4 –
Evaluation of Dance Warm-up
Time: 6 hours
Students explore
various supplemental training methods that could support them in their dance
training (Mind, Body, Soul). Students gain a greater awareness of their bodies
from a mental and spiritual perspective. They learn about availability of
supplemental training classes in their community. Discussion takes place about
whether or not there is a spiritual component to any of the supplementary
training methods investigated. Possible career choices related to dance
training are explored (Mind, Heart, Soul). Finally, students compose liturgical
dances, using excerpts from the Bible as stimuli, and reflecting upon the
spirituality inherent in dance and dance as a way of celebrating the liturgy
(Mind, Body, Heart and Soul).
Strand(s): Theory, Creation, Analysis
·
Refer to the
Expectations Chart at the beginning of the unit.
·
Unit 1
·
Unit 2,
Activities 1 and 2
·
Arrange, if
possible, for one or more guest(s) to visit and instruct a supplementary
training method.
·
Have Bible
passages and/or Bibles available for students.
·
Optional: Arrange
to have the chapel available as a space to work for the Liturgical Dance.
·
Have music
available for Liturgical Dance.
·
Provide chart paper
and markers for brainstorming of bible passages.
I Supplemental Training Methods
·
The teacher
introduces the benefits of supplemental training methods (STM) for dance and
gives examples: somatics, weight training, yoga, pilates, martial arts (tai
chi, aikido), shiatsu, mind-body centering, CI training, Alexander Technique,
etc.
·
The teacher uses
the holistic approach incorporating mind, heart, body and soul when exploring
the STMs.
·
The teacher leads
a class in one of the techniques, depending on expertise. (The teacher could
arrange for a guest instructor to lead the students.)
·
Students discuss
whether or not any of the STMs relate to and/or enhance their dance training.
·
The teacher
explains the Community Research Assignment – Appendix 2.5
II Body Connection Journal Entry
·
Over the entire
unit, discussion about career possibilities related to dance has taken place.
Have the students reflect in their journals on their strengths and interests in
order to select a possible career related to dance.
·
Review journal
assessment with the students (Appendix 2.6)
III Liturgical Dance: Mind, Body, Heart, and Soul
·
The teacher
introduces Liturgical Dance and explains its function and benefits. It is a way
of opening the spirit to the mind, heart, body, and soul. Benefits include
deepening your spiritual walk, enhancing your private prayer time, preparing to
minister to others through dance, giving a sense of release from problems,
allowing the Holy Spirit to enter into your life, allowing healing through
movement, and making the Liturgy meaningful to your life.
Students form small groups. Each group selects or is assigned a passage from the Bible that illustrates points in which apostles were awakened or moved by the Holy Spirit and/or to read passages in which the apostles had to resist temptations. For example:
John 16:5-15 The Work of the Spirit
Matthew 16: 21-27
Philippians 1: 20-24,27
·
In their groups,
students brainstorm images, words, themes, and movements that spring from the
passage. Chart paper and markers are provided.
·
Students work
together in their small groups to create a one- to two-minute dance that
reflects their interpretation of the Bible passage. This study must contain
three images/ideas discussed during brainstorming, and use the basic elements
of dance (space, shape, time, and energy) learned in Grades 9 and 10 Dance.
Words from the passage may be used as a sound score with or instead of music.
Students exercise leadership and cooperation to collaborate within their groups
to piece together their ideas and build the dance piece (See Appendix 2.7 –
Liturgical Dance Assignment).
·
In their groups,
students share their work in a non-threatening, supportive environment.
·
The teacher may
wish to incorporate their dances as part of a school Liturgy.
·
Students may
collect appropriate daily prayers for Liturgical Dance.
·
Through class
discussion, students reflect on how successful they were in their
interpretation of their Bible passage.
·
The teacher
evaluates Body Connection journals (see Appendix 2.6).
·
The teacher
evaluates Supplementary Training Methods report.
·
The teacher
evaluates Liturgical Dances (The rubric found in Appendix 2.8 will provide a
framework for a teacher-generated rubric).
·
The teacher may
wish to evaluate Group Work for the Learning Skills portion of the report card.
·
Allow students to
write journal entries in point form or to do it orally on audiotape.
·
Allow students to
use the computer for their journal entry.
·
Allow students
additional time to complete their journal entry.
Books
Hanna,
Thomas. Somatics. Canada: Addison-Wesley Publishing Co., 1980. ISBN
0-201-07979-8
Knaster,
Mirka. Discovering the Body’s Wisdom. USA: Bantam Books, 1996. ISBN
0-553-37327-7
The Holy Bible,
The New Revised Standard Version, Catholic Edition. USA: Catholic Bible Press, 1993.
Websites
Christian
Dance - http://www.christiandance.net/
Christian
Liturgical, Praise and Worship Dance, and Creative Movement Resources
http://www.telusplanet.net/public/kwalden/dance.htm
Dance of the
Spirit - http://www.activevideos.com/danceteach.htm
History and
Application of Tai Chi Chuan
http://www.spiritweb.org/spirit/tai-chi.html
Liturgical
Dance Minister1
http://www.fortunecity.com/victorian/rembrandt/657/LiturgicalDance1.html
Appendix 2.5 –
Community Research Assignment
Appendix 2.6 –
Journal Assessment
Appendix 2.7 –
Liturgical Dance Assignment
Appendix 2.8 –
Evaluation of Liturgical Dances
Name________________________________
Using knowledge
obtained through research, create a meal plan that reflects a particular
approach to and/or philosophy of healthy eating.
You must submit
·
A list/chart of
the food consumed throughout one day indicating when the food is eaten;
·
Recipes where
applicable being sure to credit the sources for all recipes;
·
A one-page
explanation of why this meal plan is healthy;
·
A one-page
explanation of your overall approach to and/or philosophy of healthy eating.
Presentation of
your work
·
Your list/chart
may be done on bristol board or chart paper.
·
The recipes must
be written on the cards provided.
·
Explanations
should be neatly written or word-processed.
Your research may
be conducted
·
Using the
Internet
·
Using the school
library/resource centre;
·
Using the
community library;
·
Through
interviews with family and/or community members.
You are encouraged
to use family recipes, where possible.
Name________________________________
|
Achievement Categories |
Criteria |
Yes |
No |
Teacher Comments |
|
Knowledge/ |
Food for the
entire day is listed. |
|
|
|
|
|
Timing of
consumption is indicated. |
|
|
|
|
|
Recipes with
sources are included. |
|
|
|
|
Thinking/Inquiry |
Meal plan is
healthy. |
|
|
|
|
|
Philosophical
approach is grounded in accurate information. |
|
|
|
|
Communication |
Meal Plan Chart is
clear. |
|
|
|
|
|
One-page
explanation of why plan is healthy is written clearly. |
|
|
|
|
|
One-page
explanation of philosophical approach is written clearly. |
|
|
|
Part A: Design a warm-up for your classmates.
Working with a
partner, design a 10-15 warm-up which:
·
increases core
body temperature;
·
lubricates
joints;
·
stretches
muscles;
·
prepares the body
for more vigorous work.
You may choose
appropriate accompaniment for your warm-up.
Part B: Teaching your Peers
·
You and your
partners will lead your peers in the warm-up, teaching anatomy and its
functions through your demonstrations.
·
You will model
the exercises as you teach.
·
You will identify
the purpose of each exercise and which muscle group is being stretched.
·
You will ensure
that the teaching is shared equally between partners.
Partners will be
evaluated individually.
The teacher will
assign dates.
____________________________________________________________________________________
Your Partner’s Name
____________________________________
Date of Warm-up:
_______________________________________
Name___________________________________
|
Achievement Categories |
Criteria |
Yes |
No |
Teacher Comments |
|
Application |
Begins with low
intensity exercises |
|
|
|
|
|
Uses a wide range
of motion to lubricate the joints |
|
|
|
|
|
Gradually raises
the core body temperature through the exercises (about 1-2 degrees) |
|
|
|
|
|
Demonstrates all exercises
safely (e.g. no ballistic bouncing in stretching exercises) |
|
|
|
|
|
Identifies the
muscle groups (e.g. quadriceps) that are being stretched |
|
|
|
|
|
Identifies the movement
of the joints (e.g. flexing, extending, rotating, abduction, plantar
flexing…) |
|
|
|
|
Thinking/
Inquiry |
Leads warm-up in
an organized and thoughtful manner. |
|
|
|
|
Communication |
Instructs with
clarity and confidence |
|
|
|
|
|
Shares in leading
the warm-up |
|
|
|
|
|
Speaks clearly and
audibly |
|
|
|
Part A: Research Information
1. Choose a partner.
2. Choose a supplemental training method from
the sign-up sheet.
3. Research whether or not this method is
available in our community. If it is not available, find the closest place it
is available.
4. Submit a report with information organized
under the following headings:
· Name of Supplemental Training Method
· Description of Supplemental Training Method (STM)
· Name of studio(s) or centre(s)
· Location
· Available Programs (times, length of classes, sessions)
· Cost
This section should
be identical for each partner.
Part B: Personal Analysis
This section should
be written individually.
·
Describe whether
or not there is a spiritual aspect to this STM and whether or not the STM
relates to and/or enhances dance training.
This last section should be approximately one-page in length. Even though partners should discuss their
ideas and may even have similar ideas, each student must write this page
independently.
Part C: Assessment
Partners will be
assessed individually for this assignment.
Your report will be
assessed in two categories:
Knowledge -
Content/Information in Part 1
Thinking/Inquiry -
Analysis in Part 2
Name
___________________________
|
Achievement Chart Category |
Criteria |
Comments |
|
Communication |
Organization and
Clarity |
|
|
|
Writing
Conventions |
|
|
Thinking/Inquiry |
Ability to make
connections between career and personal characteristics |
|
|
Overall
Comments on the Entry: |
||
This liturgical dance
assignment is based on passages from the Bible selected in class.
1. Form groups of 3 or 4.
2. Compose a 1-2 minute liturgical dance that
reflects your group’s interpretation of the selected bible passage.
Your study must
contain
·
Three images/ideas
discussed in the brainstorming session
·
The basic
elements of dance learned in Grades 9 and 10 Dance (shape, space, time and
energy)
·
appropriate
accompaniment which may include music, silence and/or words from the Bible
passage used as a sound score
Creative
process/Group Work
You will be expected
to exercise leadership and cooperation to collaborate within your group to
piece together ideas and build the dance piece.
Presentation
You will share your
piece:
·
with the rest of
the class;
·
at a school-based
liturgy (decided by group consensus when the piece is completed).
This will provide a
framework for a teacher-developed rubric.
|
Achievement Category Application |
Level 1 limited effectiveness (50-59%) |
Level 2 moderate effectiveness (60-69%) |
Level 3 considerable effectiveness (70-79%) |
Level 4 high degree of effectiveness (80-100%) |
|
Elements of
Dance Demonstrates the
ability to apply the elements of dance Demonstrates the
ability to connect movement to the scripture passage. |
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Originality Demonstrates the
ability to apply unique and creative ideas. |
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Composition
Forms Applies compositional
forms and structures to the given dance study/piece. |
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Technique Demonstrates the
application of movement skill, proper alignment, control, balance, strength,
flexibility, endurance, etc. |
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Use of
Music/Text/Silence Integrates an
appropriate music piece to create atmosphere and enhance the given dance
study/piece. |
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Course Overview | Unit 4 | Course Profiles Main Menu